ReadingLanguage Arts Course of Study Standards for 5th Grade:

1.) Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words.

• Identifying word “chunks” or parts

Example: mark, remark, or able in remarkable

• Recognizing inflected endings

Examples: ed, ing

• Identifying possessives and contractions

2.) Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres.

• Determining sequence of events in recreational reading materials

• Comparing and contrasting to extend meaning

• Distinguishing fiction and nonfiction

• Using sentence structure and context to determine meaning

• Using prior knowledge and experience to interpret meaning

• Skimming passages to obtain primary message

• Inferring motive of characters

3.) Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts.

• Recognizing persuasive techniques

• Identifying main idea and supporting details

• Recognizing use of personification

• Identifying implied purpose

4.) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.

• Determining sequence of events

• Determining cause and effect

• Distinguishing fact from opinion

• Using previewing and predicting skills to determine content

• Using sentence structure and context to determine word meaning

• Using prior knowledge and experience to interpret meaning

• Using self-monitoring for text understanding

Examples: rereading, accessing prior knowledge and experiences

• Using expanded vocabulary to determine word meaning

• Recognizing persuasive techniques

• Skimming passages to get significance of passage

• Using reference materials

5.) Compare the genre characteristics of autobiographies, biographies, and historical fiction, including multicultural literature.

6.) Use text features, including indexes, tables, and appendixes, to guide interpretation of expository texts.


– social studies–interpreting a table comparing native American cultures

– science–interpreting a table using everyday indicators that identify common acids and bases

7.) Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion.

• Determining purpose and audience prior to writing


– purpose–writer addresses topic in correct mode

– audience–writer uses appropriate tone

• Demonstrating clarity and organization in a composition

• Using appropriate transition words in a composition

• Using appropriate prewriting strategies

Examples: brainstorming, using graphic organizers

• Composing persuasive texts, including a minimum of three reasons that support a stance or position

• Composing narrative texts using a definite time frame, a clear sequence of events, and a selected tone

Examples: selected tone–sarcastic, humorous, respectful

• Composing descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion

8.) Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner.

• Editing writing for clarity of thought

• Correcting awkward sentence construction, redundancy, fragments, and run-ons in written presentations

• Utilizing precise vocabulary in oral and written presentations

Examples: sauntered instead of walked, scurried instead of ran

• Bulleting major details and ideas to support a topic or subject

• Responding in writing to open-ended questions

9.) Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence.

• Using quotation marks with titles of short stories and poems

• Capitalizing proper adjectives, titles of books, and works of art

• Using apostrophes with possessives

10.) Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns.

• Writing sentences without the use of double negatives

• Identifying homonyms, homophones, and homographs


– homonym–as in a bat and a ball, a bat in a cave

– homophone–as in a bear in a forest, a bare spot in the lawn

– homograph–as in a bass in a lake, a bass singing voice

• Using irregular verbs in writing

• Using adjectives, adverbs, conjunctions, nouns, and verbs in writing

• Demonstrating correct use of prepositions and interjections

11.) Use search strategies in the research process to identify reliable current resources and computer technology to locate information.


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